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"Teaching and learning of science"
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Constructing representations to learn in science
\"Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.\"--Back cover.
Book
Engagement of science process skills for teaching science concepts in early childhood
This study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey.
Journal Article
Eventful learning : learner emotions
\"Eventful Learning: Learner Emotions provides cutting edge research on emotions and learning that are new and highly relevant to classroom researchers, teachers in pre-k-12 and college classrooms, and teacher educators. Event-oriented inquiry is appealing in that it emphasizes transformative potential of research while providing unique insights into everyday problems faced by teachers and teacher educators. The social and cultural theories used in the research blur disciplinary boundaries and support novel activities such as breathing meditation and cogenerative dialogue to provide students with greater autonomy and responsibility to regulate emotional intensity and enhance learning\"-- Provided by publisher.
Book
Teaching and learning science during the early years
Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that early science education, as a field of study, will continue to attract researchers from early childhood and science education as well as educational and cognitive psychology.
Journal Article
Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs
Education for sustainable development (ESD) is a holistic and transformative form of education that seeks action-oriented pedagogy using self-directed learning, participation, and collaboration, among other aspects, and is suitable for developing active methodologies. Since affective-emotional aspects can contribute in the teaching-learning process, this work studies, through a case study, the comparison of the influence of two active methodologies: Cooperative Learning (CL) and Project-Based Learning (PBL) in student emotions and learning processes, as well as their awareness of ESD. For that purpose, a survey was conducted at the fourth secondary level in the science laboratory, subjected to the innovation project e-WORLD, which developed the content of the 7 and 13 Sustainable Development Goals (SDGs) from the 2030 Agenda. Results of ANOVA and Tukey’s tests carried out showed that both methodologies improved skills and knowledge related to climate change and energy, and triggered major positive emotions in students. Furthermore, CL allowed students to acquire more individual and group responsibility than communication skills developed with PBL. It is necessary to continue working on the involvement of students in these methodologies in order to improve their social skills and to reveal life changes towards more socio-sustainable ones.
Journal Article
Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.
Journal Article
Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children
The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The results indicated that the experimental group achieved significantly higher scores on both the science process skills test and the achievement test compared to the control group. Statistical analyses confirmed these differences, demonstrating the superior performance of the experimental group. These findings provide robust evidence of the effectiveness of environmental approach-based learning in improving science process skills and cognitive achievement. It is recommended that early childhood science educators integrate environmental approach-based learning into their science education practices to enhance scientific understanding and engagement among young learners.
Journal Article
Comparing Middle School Students’ Science Explanations During Physical and Virtual Laboratories
In this study, we compared students’ learning from two conditions in a unit on inclined planes: Virtual-then-Physical (V-t-P) (n = 50), where students conducted a virtual lab followed by a physical lab, or vice versa in the Physical-then-Virtual condition (P-t-V) (n = 60). We analyzed students’ written explanations after each lab focusing on connections they made between concepts and their use of evidence. We also analyzed students’ learning using an inclined planes test to understand their overall physics knowledge at the start and end of the unit. While we found no significant differences between students’ post-test scores based on condition using an analysis of covariance, findings from a repeated measures MANOVA of students’ explanations showed that performing a physical lab was less effective in helping students to explain the relationships between the science concepts they were exploring as well as use data to support their ideas. We further found that students who only conducted a virtual lab performed better than students performing both types of labs no matter the sequence. However, the findings from these analyses also indicate that if using both labs, then having students do a physical lab prior to a virtual one may be more beneficial for middle school students than having them participate in the opposite sequence. Limitations, implications, and future research are discussed.
Journal Article